Abstract
This research was conducted in 2018 in the 4th semester students of the mathematics education study program at the Catholic University of Widya Mandira Kupang. The aim was to determine the effect of metacognition and self-efficacy on mathematics learning achievement in terms of gender differences. The method used was multiple regression analysis. The results of this study indicated that both partially and simultaneously in male and female student groups all had a significant effect on mathematics learning achievement. The effect of metacognition and self-efficacy on mathematics learning achievement in female students was greater than that of male students. Of the two independent variables, self-efficacy had more influence on mathematics learning achievement than metacognition in both male students and female students. The results of this study indicated that male students' metacognition and self-efficacy need to be further improved. Self-efficacy needs to be given the most attention compared to metacognition in mathematics learning so that student mathematics learning achievements can be improved.
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